Redistricting Alternatives

Preparing UCPS for

Long Term SuccessA recommendation

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UCPS Redistricting plan calls for 5,800 students or 14% of the total District population to be moved from current Clusters

So, what does 5,800 kids look like?

Enough children to fill 80 School Buses

1 child per parking spot at Carolina Place Mall with 400 students left over

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Recommendation Overview:

Building Blocks for Long Term Success

Plan keeps all students, current & projected, in current cluster

Choice to remain in current cluster or choose another option.

Addressed Based Caps

Repair Existing Schools

Magnet/School of Choice

Cluster Reconfiguration

Plan

Current Cluster Configuration

(all clusters)

2-3 schools - Grades K-5 Elementary Schools

1 school - Grades 6-8 Middle School

1 school - Grades 9-12 High School

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1 school Grades K-2

1 school Grades 3-4

1 school Grades 5-6

1 school Grades 7-8 Middle School

1 school Grades 9-12 High School

Note: Each grade level restructuring can and should be based on the needs and resources of each overcrowded cluster. For example, the Marvin cluster could do two K-4th grade schools and one 5th -6th grade school.

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*BoE/UCPS determines which school utilized for each grade based on capacity, location, transportation efficiency, etc.

Reconfiguration

Alternative Cluster Reconfiguration for

Marvin, Weddington & Porter Ridge*

Marvin Cluster Alternative

K-2 Restructuring

school/grade 2014-15 enrollment 2015-16 enrollment 2016-17 enrollment MES/ Kinder 85 84 83 SRES/ Kinder 87 84 83 RVES /Kinder 124 121 120 MES/ 1st gr 91 88 87 SRES/ 1st gr 94 93 88 RVES/ 1st gr 139 135 131 MES /2nd gr 102 100 96 SRES /2nd gr 98 96 96 RVES /2nd gr 135 153 147 sum 955 954 931 MES-Marvin Elementary SRES-Sandy Ridge Elementary RVES-Rea View Elementary

3-4 Restructuring

school/grade 2014-15 enrollment 2015-16 enrollment 2016-17 enrollment MES/ 3 120 107 106 SRES/ 3 168 147 165 RVES /3 107 99 98 MES/ 4 114 128 116 SRES/ 4 176 181 157 RVES/ 4 137 110 103 sum 822 772 745 MES-Marvin Elementary SRES-Sandy Ridge Elementary RVES-Rea View Elementary

5-6 Restructuring

school/grade 2014-15 enrollment 2015-16 enrollment 2016-17 enrollment MES/5 133 123 137 SRES/ 5 186 195 197 RVES /5 140 140 114 MES/ 6 122 133 123 SRES/ 6 178 186 195 RVES/ 6 119 140 140 sum 878 917 906 MES-Marvin Elementary SRES-Sandy Ridge Elementary RVES-Rea View Elementary 6

Using McKibben Projected Enrollment

Does not factor in new charter school enrollment

All 3 schools have 1000 cap levels

Weddington Cluster Alternative

K-2 Restructuring

school/grade 2014-15 enrollment 2015-16 enrollment 2016-17 enrollment WES/ Kinder 102 101 100 AES/ Kinder 133 136 130 WCES /Kinder 77 75 75 WES/ 1st gr 111 113 112 AES/ 1st gr 133 136 130 WCES/ 1st gr 67 84 82 WES /2nd gr 104 129 129 AES/2nd gr 135 138 142 WCES /2nd gr 80 68 86 sum 942 980 986 WES-Weddington Elementary AES-Antioch Elementary WCES-Wesley Chapel Elementary

3-4 Restructuring

school/grade 2014-15 enrollment 2015-16 enrollment 2016-17 enrollment WES/ 3 155 119 144 AES/ 3 158 140 142 WCES /3 84 82 70 WES/ 4 138 181 137 AES/ 4 135 160 143 WCES/ 4 95 85 84 sum 765 767 720 WES-Weddington Elementary AES-Antioch Elementary WCES-Wesley Chapel Elementary

5-6 Restructuring

school/grade 2014-15 enrollment 2015-16 enrollment 2016-17 enrollment WES/5 173 157 203 AES/ 5 167 139 166 WCES/5 107 97 88 WES/ 6 146 173 157 AES/ 6 137 167 139 WCES/ 6 95 107 97 sum 825 840 850 WES-Weddington Elementary AES-Antioch Elementary WCES-Wesley Chapel Elementary 7



2 schools with 1000 cap and 1 with 870 cap level

Porter Ridge Cluster I Alternative

K-2 Restructuring

school/grade 2014-15 enrollment 2015-16 enrollment 2016-17 enrollment PRES/ Kinder 83 83 82 SES/ Kinder 89 87 86 FES /Kinder 67 67 66 PRES/ 1st gr 87 88 87 SES/ 1st gr 93 97 95 FES/ 1st gr 73 70 69 PRES /2nd gr 88 90 91 SES/2nd gr 85 86 90 FES /2nd gr 70 72 69 sum 739 750 744 PRES –Porter Ridge Elementary SES-Sardis Elementary FES-Fairview Elementary

3-4 Restructuring

school/grade 2014-15 enrollment 2015-16 enrollment 2016-17 enrollment PRES/ 3 110 92 95 SES/ 3 81 86 87 FES /3 73 71 73 PRES/ 4 89 108 91 SES/ 4 80 79 84 FES/ 4 61 72 70 sum 494 508 500 PRES –Porter Ridge Elementary SES-Sardis Elementary FES-Fairview Elementary

5-6 Restructuring

school/grade 2014-15 enrollment 2015-16 enrollment 2016-17 enrollment PRES/5 104 87 106 SES/ 5 76 78 77 FES/5 84 60 71 PRES/ 6 97 104 87 SES/ 6 72 76 78 FES/ 6 85 84 60 sum 518 489 479 PRES –Porter Ridge Elementary SES-Sardis Elementary FES-Fairview Elementary

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Porter Ridge Cluster II Alternative

K-2 Restructuring

school/grade 2014-15 enrollment 2015-16 enrollment 2016-17 enrollment StES/ Kinder 98 95 94 HBES/ Kinder 76 79 79 PES /Kinder 111 110 110 StES / 1st gr 111 106 103 HBES/ 1st gr 92 79 82 PES/ 1st gr 118 116 115 StES /2nd gr 95 114 110 HBES/2nd gr 66 84 81 PES /2nd gr 127 125 122 sum 890 908 899 **StES-Stallings Elementary HBES-Hemby Bridge Elementary PEP-Poplin Elementary

3-4 Restructuring

school/grade 2014-15 enrollment 2015-16 enrollment 2016-17 enrollment StES/ 3 98 92 112 HBES/ 3 93 68 86 PES /3 116 103 128 StES/ 4 106 99 91 HBES/ 4 72 95 70 PES/ 4 124 118 134 sum 608 602 621 **StES-Stallings Elementary HBES-Hemby Bridge Elementary PEP-Poplin Elementary

5-6 Restructuring

school/grade 2014-15 enrollment 2015-16 enrollment 2016-17 enrollment StES/5 90 109 103 HBES/ 5 101 75 98 PES/5 105 126 120 StES/ 6 98 90 109 HBES/ 6 92 101 75 PES/ 6 107 105 126 sum 593 606 631 **StES-Stallings Elementary HBES-Hemby Bridge Elementary PEP-Poplin Elementary 9




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1 school Grades K-2 School

1 school Grades 3-5 School

1 school Grades 1-6 School

1 school Grades 6-8 Middle School

1 school Grades 9-12 High School

Reconfiguration

Alternative Cluster Reconfiguration for Cuthbertson*

*BoE/UCPS determines which school utilized for each grade based on capacity, location, transportation efficiency, etc.

Cuthbertson Cluster Alternative

K-2 Restructuring

school/grade 2014-15 enrollment 2015-16 enrollment 2016-17 enrollment NTES/ Kinder 136 137 135 WES/ Kinder 83 81 81 KES /Kinder 142 140 141 WES/ 1st gr 87 88 86 KES/ 1st gr 161 156 154 WES /2nd gr 97 86 86 KES/2nd gr 202 196 187 sum 908 884 870 NTES-New Town Elementary WES-Waxhaw Elementary KES-Kensington Elementary

3-5 Restructuring

school/grade 2014-15 enrollment 2015-16 enrollment 2016-17 enrollment WES/ 3 98 96 84 KES/ 3 171 242 231 WES /4 94 97 95 KES/ 4 208 195 271 WES/ 5 98 95 98 KES/ 5 232 252 232 sum 901 977 1011 WES-Waxhaw Elementary KES-Kensington Elementary

1-6 Restructuring

school/grade 2014-15 enrollment 2015-16 enrollment 2016-17 enrollment NTES/1 149 148 147 NTES/2 149 156 154 NTES/3 165 165 172 NTES/4 167 175 175 NTES/5 161 179 188 NTES/ 6 176 161 179 sum 967 984 1015 NTES-New Town Elementary

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All 3 schools have 1000 cap levels

Cuthbertson Middle Alternative

school/grade 2014-15 enrollment 2015-16 enrollment 2016-17 enrollment KES/ 6 183 232 253 CMS/7 485 530 550 CMS/8 488 514 551 sum 1156 1276 1354 KES-Kensington Elementary *Almost all Waxhaw Elementary 6th gr go to Parkwood Middle

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1400 cap level

Alternative Cluster Reconfiguration Disclosures

All data based on Board of Education/McKibbens' projected enrollment numbers, NOT actual enrollment.

Impact of 3 potential Charter schools and Private schools not included.

Balance of clusters remain static throughout population forecasts.

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Implement School Choice/Magnet School Programs

Why?Additional support to ease overcrowding

How?IB/STEM/Magnet programs located in under crowded schools/centrally located

Children living in Magnet school zones are automatically enrolled

Remaining seats filled by lottery with other UCPS students

Transportation can be provided to Magnet schools via federal grant

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Magnet/School of Choice

Programs become accessible to more children in UCPS

Eases overcrowding. A percentage of students at overcrowded schools will potentially take advantage of these programs and voluntarily relocate

Allows for new housing development to cast a wider net across the county

Improves teaching and learning to increase student achievement

Offers school choice

Provides educational equity

Improves school integration

Unites school and community through focused curriculum

Increases parent and community involvement and support

Provides learning environments that match students’ interests, talents and abilities

Improves satisfaction among families

Increases student attendance

Encourages creativity of educators

Expands career opportunities with authentic application of skills

Increased achievement in all four subjects

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School Choice/Magnet School ProgramsThe Pros

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"There is substantial statistical and case study evidence that magnet schools can improve student learning and behavior, enhance diversity, as well as ease overcrowding." - Irene Beattie, Associate Prof at UC Merced

http://www.mercedsunstar.com/2013/04/09/2931723/irenee-beattie-magnet-schools.html

“The evidence points clearly in one direction. Opponents frequently claim school choice does not benefit participants, hurts public schools, costs taxpayers, facilitates segregation, and even undermines democracy. However, the empirical evidence consistently shows that choice improves academic outcomes for participants and public schools, saves taxpayer money, moves students into more integrated classrooms, and strengthens the shared civic value and practices essential to American democracy.”

http://www.edchoice.org/CMSModules/EdChoice/FileLibrary/994/A-Win-Win-Solution--The-Empirical-Evidence-on-School-Choice.pdf







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Program School(s)

STEM -(science, technology, engineering and math)

Coltrane-Webb ElementaryPatriots ElementaryJ.N. Fries MiddleCentral Cabarrus High

International Studies Weddington Hills ElementaryJ.N. Fries MiddleConcord High

Language Immersion Carl A. Furr Elementary

Examples of Magnet/School Choice in other NC School Districts:

Cabarrus County Schools9 Magnet Schools

http://www.cabarrus.k12.nc.us/Page/4857




Durham Public Schools 23 Magnet Schools

Elementary Level:

Middle Level :

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Visual and Performing Arts

International

STEM Gifted and Talented

Integrated Arts/Core Knowledge

Montessori School Baccalaureate Primary Years Program (PYP)

International Baccalaureate Middle Years Program

STEM Academy of Engineering and Design

Montessori School STEM School of Technology

http://magnet.dpsnc.net

http://magnet.dpsnc.net/

http://magnet.dpsnc.net/

Students who change schools and enter better quality schools (e.g., magnets or academic academies) experience fewer negative consequences than students who transfer into other public schools. (Temple and Reynolds)

When all students … are provided high-quality educational options, and when parents receive enough information to make intelligent choices among those options, public school choice can increase both equity and quality in education. - - Dept. of Ed. NCLB Public School Choice Guide

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Use funds provided by BoCC since lawsuit verdict to begin highest priority repairs immediately.

As noted in UCPS’ 2011-2014 Strategic Plan, “encourage local business, civic and religious organization support and involvement with the schools.” Approach for donations/underwriting for repairs. http://webcp.ucps.k12.nc.us/forms_manager/documents/99/ucps_strategic_plan.pdf

Consider a Capital Campaign amongst all outside stakeholders, (e.g., parents, businesses, suppliers, taxpayers) to speed the repairs timeline as an alternative to possible tax rate increases.

Team with BoCC to determine actual repair costs at ALL schools and consider settlement that allows BoCC to drop lawsuit appeal.

Encourage all Union County residents to continue emailing/calling BoCC members and attending all BoCC meetings to encourage them to drop the lawsuit appeal and fund our schools.

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Repair Existing SchoolsRepair Existing Schools

http://webcp.ucps.k12.nc.us/forms_manager/documents/99/ucps_strategic_plan.pdf



Repair Existing Schools

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"...building maintenance is one variable that school districts have control over—and one that has a measurable impact on pupil achievement."

http://www.ascd.org/publications/educational-leadership/mar00/vol57/num06/-Healthy-Buildings,-Successful-Students.aspx

Good facilities appear to be important to student learning, provided that other conditions are present that support a strong academic program in the school. A growing body of research has linked student achievement and behavior, as well as staff morale, to physical building conditions.http://www.ia-sb.org/SchoolFacilities.aspx?id=562

Research Says:



http://www.ia-sb.org/SchoolFacilities.aspx?id=562

http://www.ia-sb.org/SchoolFacilities.aspx?id=562

Address Based Caps

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Address Based Caps

School Caps for short term relief of overcrowding( if needed )

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Why? How?

Existing students remain in neighborhood schools

Existing caps based on current student names

Property values are protected for existing homeowners

Implement address-based cap planon existing homes

New homebuyers aware of capping prior to purchase (less “surprise factor”)

Homes built after caps put in place would be “capped out” to nearest under capacity school until caps lifted

Temporary solution until Cluster Reconfiguration and School Choice options implemented

Does Union County need an entire new cluster?

No!

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Based on current population projections one new building may be needed within 4 years.

Use land already owned by UCPS

Keep costs at minimum by housing K-5 grades in one building

If this plan is implemented and BoE/McKibben projected enrollment holds for the next 5 years no need for an entire new cluster

Consider additional schools projected to come online:

• St. Matthew’s Middle School (private)• Potential for minimum 3 Charter Schools approved by June 2014

opening August 2015

Pros of this plan Keeps current and future students in their

current cluster (based on McKibben’s report)

Fiscally conservative

Provides instructional choices

Allows UCPS time to focus on needed facility repairs and maintenance

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1. Maximize benefits to students.

2. Get maximum number of students in brick and mortar facility.

3. Provide same quality education to all students.

4. Adhere to neighborhood schools concept.

5. Limit the number of transitions for same students.

6. Minimize the negative social/emotional impact on students from being separated from classmates.

7. Utilize long-term planning.

8. Minimize transportation costs and ride times.

9. Communicate to public.

10. Provide relief to most overcrowded schools.

11. Be aware of requirements within municipality lines/government boundaries.

12. Be fair and equitable.

13. Maximize quality of life/stability.

14. Maximize community/school relationships.

15. Be aware of logistical and operational impact on schools.

16. Analyze costs associated with plan and benefits.

17. Minimize total costs of operations.

18. Consider negative impact on students, staff, and faculty.

19. Ensure legitimacy of plan.

20. Maximize assurance of taxpayers that Board is conscious of its fiduciary responsibility.

21. Maintain awareness of and alignment with future growth.

22. Consider input from staff and administration.26

Union County Board of Education Policy Manual--4-13School Assignment Administrative Guidelines

Guidelines used for this plan

Final Notes Who developed this plan?

Educators with two masters degrees and 30 years of educational experience.

Have questions?

Email them to [email protected]

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mailto:[email protected]

Redistricting Alternatives

Documents